A Scoping Review on Practicum of Turkish Pre-Service EFL Teachers during COVID-19

Year 2022, Volume: 19 Issue: 45, 129 - 142, 30.01.2022

Ayşe Kızıldağ , Hülya Tuncer

https://doi.org/10.26466/opusjsr.1063236

Cited By: 2

Abstract

The practicum period is a crucial component of teacher education as it embodies the first phases into "real" teaching and thus provides a leap into professional transformation and growth on the side of pre-service teachers. Nevertheless, the COVID-19 pandemic jeopardized this period and placed the educational contexts at stake in providing that reality. Within this frame, the present study focuses on the research conducted on the practicum period of Turkish pre-service teachers of English during the pandemic. More specifically, the research question that the article addresses is “what is the nature of studies conducted about Turkish pre-service EFL teachers’ practicum period during the COVID-19 pandemic concerning their characteristics, methodologies and contributions to the field?” With the aim of answering the research question, the seven studies conducted in Turkey regarding the practicum during the pandemic were collected and analyzed as to their bibliographic features, methodological orientations, foci and context, with a scoping review methodology. This scoping review demonstrated both positive/beneficial and negative/challenging aspects of the pandemic period for the English language teacher education context of Turkey. The results of the present study displayed a wider lens in perceiving the English language teaching and teacher education settings during both such emergencies and transition from existing to 'new normal'.

Keywords

Practicum, English Language Teaching, Pre-Service EFL Teachers, Scoping Review, COVID-19

References

• Ali, W. (2020). Online and remote learning in higher education institutes: A necessity in light of COVID-19 pandemic. Higher Education Studies, 10(3), 16-25. https://doi.org/10.5539/hes.v10n3p16.
• Allen, J. M., & Wright, S. E. (2014). Integrating theory and practice in the pre-service teacher education practicum. Teachers and Teaching, 20(2), 136-151. https://doi.org/10.1080/13540602.2013.848568.
• Anderson, L. M., & Stillman, J. A. (2013). Student teaching’s contribution to preservice teacher development: A review of research focused on the preparation of teachers for urban and high-needs contexts. Review of Educational Research, 83(1), 3-69. https://doi.org/10.3102%2F0034654312468619.
• Arksey, H., & O'Malley, L. (2005). Scoping studies: Towards a methodological framework. International Journal of Social Research Methodology, 8(1), 19-32. https://doi.org/10.3102%2F0034654312468619.
• Assunção Flores, M., & Gago, M. (2020). Teacher education in times of COVID-19 pandemic in Portugal: National, institutional and pedagogical responses. Journal of Education for Teaching, 46(4), 507-516. https://doi.org/10.1080/1364557032000119616.
• Badawi, M. F. A. (2021). The effect of e-practicum on developing EFL student teachers’ instructional performance and e-teaching self-efficacy, بحوثفىتدريساللغات 2(16), 685-727.‎ https://dx.doi.org/10.21608/ssl.2021.71053.1066.
• Bahcivan, E., Gurer, M. D., Yavuzalp, N., & Akayoglu, S. (2019). Investigating the relations among pre-service teachers’ teaching/learning beliefs and educational technology integration competencies: A structural equation modeling study. Journal of Science Education and Technology, 28(5), 579-588. https://doi.org/10.1007/s10956-019-09788-6.
• Başaran Uysal, B. Ç., & Savaş, P. (2021). Overview of the challenges of practicum practices in English language teaching in Turkey: A meta synthesis study on literature between 2004 and 2019. Inonu University Journal of the Faculty of Education, 22(2), 1669-1712. https://doi.org/10.17679/inuefd.886731.
• Brinia, V., & Psoni, P. (2021). Online teaching practicum during COVID-19: The case of a teacher education program in Greece. Journal of Applied Research in Higher Education. https://doi/10.1108/JARHE-07-2020-0223/.
• Brown, A. L. (2014). Implementing active learning in an online teacher education course. American Journal of Distance Education, 28(3), 170-182. https://doi.org/10.1080/08923647.2014.924695.
• Corcoran, E. (1981). Transition shock: The beginning teacher's paradox. Journal of Teacher Education, 32(3), 19-23. https://doi.org/10.1177%2F002248718103200304.
• Darling-Hammond, L. (2000). How teacher education matters. Journal of Teacher Education, 51(3), 166-173. https://doi.org/10.1177%2F0022487100051003002.
• Darling-Hammond, L. (2017). Teacher education around the world: What can we learn from international practice?. European Journal of Teacher Education, 40(3), 291-309. https://doi.org/10.1080/02619768.2017.1315399.
• Enochsson, A., & Rizza, C. (2009). ICT in Initial Teacher Training: Research Review (OECD Education Working Papers No. 38). OECD Publishing. https://doi.org/10.1787/220502872611.
• Ersin, P., & Atay, D. (2021). Exploring online mentoring with preservice teachers in a pandemic and the need to deliver quality education. International Journal of Mentoring and Coaching in Education,10(2), 203-215. https://doi.org/10.1108/IJMCE-11-2020-0077.
• Ersin, P., Atay, D., & Mede, A. (2020). Boosting preservice teachers’ competence and online teaching readiness through e-practicum during Covid-19 outbreak. International Journal of TESOL Studies, 2(2), 112-124. https://doi.org/10.46451/ijts.2020.09.09.
• European Commission. (2007). Key competences for lifelong learning. European reference framework. Retrieved October 1, 2021 from https://op.europa.eu/en/publication-detail/-/publication/5719a044-b659-46de-b58b-606bc5b084c1.
• Ewing, R., & Smith, D. (2003). Retaining quality beginning teachers in the profession. English Teaching: Practice and Critique, 2(1), 15-32.
• Farrell, T. S. C. (2008). Promoting reflective practice in initial English language teacher education: Reflective microteaching. Asian Journal of English Language Teaching, 18, 1–15.
• Feiman-Nemser, S. (2001). From preparation to practice: Designing a continuum to strengthen and sustain teaching. Teachers College Record, 103(6), 1013-55.
• Forbes, D., & Khoo, E. (2015). Voice over distance: A case of podcasting for learning in online teacher education. Distance Education, 36(3), 335-350.
• Gałązka, A., & Jarosz, J. (2021). The role of educational coaching in enhancing teachers’ well-being during pandemic. Retrieved September 23, 2021 from https://rebus.us.edu.pl/bitstream/20.500.12128/21737/1/Galazka_The_role_of_educational_coaching_in_enhancing_teachers_well-being_during_pandemic.pdf .
• Gillies, D. (2008). Student perspectives on videoconferencing in teacher education at a distance. Distance Education, 29(1), 107-118. https://doi.org/10.1080/01587910802004878.
• Gold, Y. (1996). Beginning teachers: Attrition, mentoring and induction. In J. Sikula, T. Buttery & E. Guyton (Eds.), Handbook of research on teacher education (p.548–593). Simon & Schuster.
• Gök Çolak, F., & Efeoğlu, G. (2020). Yeni normalleşme sürecinde öğretmenlik uygulaması dersine yönelik ihtiyaç analizi: SWOT analizi örneği. Kesit Akademi Dergisi, 7(27), 176-197.
• Hadar, L. L., Ergas, O., Alpert, B., & Ariav, T. (2020). Rethinking teacher education in a VUCA world: student teachers’ social-emotional competencies during the Covid-19 crisis. European Journal of Teacher Education, 43(4), 573-586.
• Huang, J. (2020). Successes and challenges: Online teaching and learning of Chemistry in higher education in China in the time of COVID-19. Journal of Chemical Education, 97(9), 2810-2814. https://doi.org/10.1021/acs.jchemed.0c00671.
• Huber, S. G., & Helm, C. (2020). COVID-19 and schooling: Evaluation, assessment and accountability in times of crises—reacting quickly to explore key issues for policy, practice and research with the school barometer. Educational Assessment, Evaluation and Accountability, 32(2), 237-270. https://doi.org/10.1007/s11092-020-09322-y.
• Judd, J., Rember, B. A., Pellegrini, T., Ludlow, B., & Meisner, J. (2020). This is not teaching: The effects of COVID-19 on teachers. https://www.socialpublishersfoundation. org/knowledge_base/this-is-not-teaching-theeffects-of-covid-19-on-teachers.
• Kane, R. G., Mallon, M., & Butler, P. J. (2006). Perceptions of teachers and teaching. New Zealand Ministry of Education. Retrieved September 14, 2021 from https://ndhadeliver.natlib.govt.nz/delivery/DeliveryManagerServlet?dps_pid=IE758702.
• Karataş, T. Ö., & Tuncer, H. (2020). Sustaining language skills development of pre-service EFL teachers despite the COVID-19 interruption: A case of emergency distance education. Sustainability, 12(19),8188. https://doi.org/10.3390/su12198188.
• Kibar, E. P., & Ozer, Z. (2020). Investigating pre-service EFL teachers’ perceptions of online education: Research article. FIRE: Futuristic Implementations of Research in Education, 1(2), 90-95. http://www.firejournal.org/index.php/fire/article/view/28.
• Korucu-Kış, S. (2021). Preparing student teachers for real classrooms through virtual vicarious experiences of critical incidents during remote practicum: A meaningful-experiential learning perspective. Education and Information Technologies, 26, 6949-6971. https://doi.org/10.1007/s10639-021-10555-7.
• Koşar, G. (2021). Distance teaching practicum: Its impact on pre-service EFL teachers' preparedness for teaching. IAFOR Journal of Education, 9(2), 111-126. https://doi.org/10.22492/ije.9.2.07.
• König, J., Jäger-Biela, D. J., & Glutsch, N. (2020). Adapting to online teaching during COVID-19 school closure: Teacher education and teacher competence effects among early career teachers in Germany. European Journal of Teacher Education, 43(4), 608-622. https://doi.org/10.1080/02619768.2020.1809650.
• Li, Q., Miao, Y., Zeng, X., Tarimo, C. S., Wu, C., & Wu, J. (2020). Prevalence and factors for anxiety during the coronavirus disease 2019 (COVID-19) epidemic among the teachers in China. Journal of Affective Disorders, 277, 153-158. https://doi.org/10.1016/j.jad.2020.08.017.
• MacIntyre, P. D., Gregersen, T., & Mercer, S. (2020). Language teachers’ coping strategies during the Covid-19 conversion to online teaching: Correlations with stress, wellbeing and negative emotions. System, 94, 102352. https://doi.org/10.1016/j.system.2020.102352.
• Matiz, A., Fabbro, F., Paschetto, A., Cantone, D., Paolone, A. R., & Crescentini, C. (2020). Positive impact of mindfulness meditation on mental health of female teachers during the COVID-19 outbreak in Italy. International Journal of Environmental Research and Public Health, 17(18), 1-22. https://doi.org/10.3390/ijerph17186450.
• Mishra, L., Gupta, T., & Shree, A. (2020). Online teaching-learning in higher education during lockdown period of COVID-19 pandemic. International Journal of Educational Research Open, 1, 100012. https://doi.org/10.1016/j.ijedro.2020.100012.
• OECD. (2015). Students, computers and learning: Making the connection. OECD Publishing. https://doi.org/10.1787/9789264239555-en.
• Özkanal, Ü., Yüksel, İ., & Uysal, B. Ç. B. (2020). The pre-service teachers’ reflection-on-action during distance practicum: A critical view on EBA TV English courses. Eğitimde Nitel Araştırmalar Dergisi, 8(4), 1347-1364. https://doi.org/10.14689/issn.2148-2624.8c.4s.12m.
• Paudel, P. (2021). Online education: Benefits, challenges and strategies during and after COVID-19 in higher education. International Journal on Studies in Education, 3(2), 70-85. https://doi.org/10.46328/ijonse.32.
• Røkenes, F. M., & Krumsvik, R. J. (2016). Prepared to teach ESL with ICT? A study of digital competence in Norwegian teacher education. Computers & Education, 97, 1-20. https://doi.org/10.1016/j.compedu.2016.02.014.
• Schonert-Reichl, K. A. (2017). Social and emotional learning and teachers. The Future of Children, 27(1) 137-155. http://www.jstor.org/stable/44219018.
• Seferoğlu, G. (2006). Teacher candidates’ reflections on some components of a pre-service English teacher education programme in Turkey. Journal of Education for Teaching, 32, 369–378. https://doi.org/10.1080/02607470600981953.
• Selvi, A. F. (2021). A scoping review of the “NEST/NNEST studies” in Turkey: A country in focus. Bolu Abant İzzet Baysal University Journal of Faculty of Education, 21(1), 54-73. https://dx.doi.org/10.17240/aibuefd.2021.21.60703-780084.
• Sepulveda-Escobar, P., & Morrison, A. (2020). Online teaching placement during the COVID-19 pandemic in Chile: Challenges and opportunities. European Journal of Teacher Education, 43(4), 587-607. https://doi.org/10.1080/02619768.2020.1820981.
• Shinta, L. G. B., & Aprilia, N. (2020). EFL pre-service teachers’ perceptions of online teaching-practicum during COVID-19 Pandemic. J-ELLiT (Journal of English Language, Literature, and Teaching), 4(2), 58-66.
• Smith, K., & Lev‐Ari, L. (2005). The place of the practicum in pre‐service teacher education: The voice of the students. Asia‐Pacific Journal of Teacher Education, 33(3), 289-302. https://doi.org/10.1080/13598660500286333.
• Talidong, K. J. B., & Toquero, C. M. D. (2020). Philippine teachers’ practices to deal with anxiety amid COVID-19. Journal of Loss and Trauma, 25(6-7), 573-579. https://doi.org/10.1080/15325024.2020.1759225.
• Tuncer, H., & Özkan, Y. (2021). Reflective tools in an English Language Teaching context: Contributions, challenges and recommendations. Kahramanmaraş Sütçü İmam Üniversitesi Sosyal Bilimler Dergisi, 18(1), 181-204. https://doi.org/10.33437/ksusbd.671482.
• Tülüce, H. S., & Çeçen, S. (2016). Scrutinizing practicum for a more powerful teacher education: A longitudinal study with pre-service teachers. Educational Sciences: Theory and Practice, 16(1), 127–151. https://doi.org/10.12738/estp.2016.1.0207.
• Varela, D. G., & Desiderio, M. F. (2020). Perceptions of COVID-19 pandemic impact on the student teaching experience. Research in Higher Education Journal, 39, 1-12. https://www.aabri.com/manuscripts/203267.pdf.
• Weschke, B., Barclay, R. D., & Vandersall, K. (2011). Online teacher education: Exploring the impact of a reading and literacy program on student learning. Journal of Asynchronous Learning Networks, 15(2), 22-43. https://doi.org/10.24059/olj.v15i2.174.
• Yangin Eksi, G., & Gungor, M. N. (2018). Exploring the use of narratives to understand preservice teachers' practicum experiences from a sociocultural perspective. Australian Journal of Teacher Education, 43(4), 159-174. http://dx.doi.org/10.14221/ajte.2018v43n4.9.
• Yüksel, İ., & Uysal, B. C. B. (2021). Foreign language education through online communities of practice. In C. H. Xiang (Ed.), Trends and developments for the future of language education in higher education (p.141-165). IGI Global. DOI: 10.4018/978-1-7998-7226-9.ch008.
• Zhang, W., Wang, Y., Yang, L., & Wang, C. (2020). Suspending classes without stopping learning: China’s education emergency management policy in the COVID-19 outbreak. Journal of Risk and Financial Management, 13(3), 1-6. https://doi.org/10.3390/jrfm13030055.